Una nueva mirada en la mediación pedagógica al encuentro con el sentido del aprendizaje en los procesos educativos

Universidad Nacional: Una nueva mirada en la mediación pedagógica al 164 course. Also, the teacher participating answers an interview. The second instrument applied was the interview. A teacher responds to an interview according to his experience related to teaching the course in question. The interview was about the factors involved students getting acceptable scores in a course in the II semester, 2017. Conclusions Based on the findings gathered in this study, the researcher can conclude that the use of technological tools in the language class changes the teaching and learning processes in a positive way. Also, systems that provide practice on skills needed by real professionals on the job should be applied as much as possible in English classes. Again, the Learner-based approach, Content and Language Integrated Learning approach, Task based activities, and project-oriented curricula should be used in teaching ESL. Also, the relevance of the English course to their interests and needs would highlight the learners’ motivation and thereby make learning better, thus making them improve their performance. Finally, according to Riestra and Chacón (2012) alternative assessment enhances students’ performance the most for it reflects authenticity of tasks. Moreover, teachers can use four core factors influence motivation: a positive attitude towards the L2 community; an enjoyment in learning the language; how students see themselves in the future as language speakers; and what external pressures are hindering their learning. In addition, the textbooks should be useful for most of the students, their novelty is a decisive factor, their length should be appropriate for the course, methodology, the level of teaching materials must fit most of the students. Recommendations The following recommendations are offered in ESP practice for teachers: Teachers always have to inform themselves on the specific ESP area they teach. Teachers will have positive results working commitment towards their work as well as preparing themselves with continuous training, and using different methodologies to improve the language learning. Next, some specific recommendations are given for teachers to succeed in their professional practice, adapted from TESOL (2018): Collect information about their students’ linguistic and educational backgrounds to determine correct placement for students. TESOL’s work also seeks to learn a new student’s cultural and geographic background as a resource for classroom learning. Scaffolding for Comprehensibility: Gesturing and using facial expressions; illustrating and using visuals; relying on high-frequency vocabulary; embedding definitions and explanations; providing or asking for L1 translation. Explanatory Devices for Comprehensibility: Visual aids; audio supports and other multimedia; bilingual glossaries; picture dictionaries; simplified English or home language summaries. Modeling and Demonstrations: Targeting and modeling the appropriate language